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Test-Enhanced Learning, Working Memory, and Difficulty of Material
Umeå University, Faculty of Social Sciences, Department of Psychology.
2018 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

It is well established that repeated testing is more beneficial for durable learning than repeated studying of the same material, a phenomenon known as the testing effect. This study sought to investigate the role of working memory capacity (WMC) in relation to the learning process and the difficulty of the material to be learned when using a test-enhanced learning method. As between subject manipulation, participants (n = 99, M = 25.62 years of age) were divided into two groups, one using repeated studying and one using alternated testing and studying. A material of two difficulty levels, as well as immediate and delayed retention tests, was used in each condition as within subject manipulation. Further, an n-back task was used to measure WMC. Results from mixed model ANOVAs showed no significant impact of WMC on either the learning process or retention in relation to the difficulty of the material. The testing condition performed significantly higher than the studying condition on the retention tests. The testing effect is further cemented as a promising method for practical application in the educational sector regardless of both WMC and difficulty level.

Abstract [sv]

Det är väl etablerat att upprepad testning är mer fördelaktigt för hållbar inlärning än upprepad instudering av samma material, ett fenomen känt som testeffekten. Denna studie ämnade undersöka arbetsminnets roll i relation till inlärningsprocessen och svårighetsgrad av material med testbaserat lärande som metod. Som mellangruppsmanipulation delades deltagare (n = 99, M = 25.62 år gamla) in i två grupper, en som upprepade gånger studerade materialet och en som alternerade studerande med tester. Ett material med två svårighetsgrader och ett direkt samt fördröjda retentionstester användes som inomgruppsmanipulation. Vidare användes ett n-backtest som mått på arbetsminneskapacitet. Resultat visade ingen signifikant inverkan av arbetsminne på varken inlärningsprocessen eller retention i relation till svårighetsgrad av material. Testbetingelsen presterade signifikant högre på retentionstest än studiebetingelsen. Testeffekten fastställs ytterligare som lovande metodik för praktisk applikation i utbildningssektorn oberoende av både arbetsminneskapacitet och svårighetsgrad.

Place, publisher, year, edition, pages
2018. , p. 19
Keywords [en]
working memory, working memory capacity, test-enhanced learning, testing effect, practice testing, retrieval practice, retrieval effort, desirable difficulty, n-back, complex span, simple span
Keywords [sv]
arbetsminne, arbetsminneskapacitet, testeffekten, testbaserat lärande, svårighetsgrad
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:umu:diva-149176OAI: oai:DiVA.org:umu-149176DiVA, id: diva2:1219532
Subject / course
Masteruppsats i kognitionsvetenskap
Educational program
Master's Programme in Cognitive Science
Supervisors
Available from: 2018-06-28 Created: 2018-06-16 Last updated: 2018-06-28Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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